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91.
The purpose of this study was to develop a scale with which to examine students’ self-regulation (SR) in three types of online interaction. Using scale development steps, we constructed the online self-regulation questionnaire (OSRQ), a self-report survey. A total of 799 online students participated in the study. Data from 400 randomly selected participants were used for exploratory factor analysis (EFA), and data of the remaining 399 participants were used for confirmatory factor analysis (CFA). The EFA yielded three factors as hypothesized: SR in interaction between student and content, SR in interaction between student and student and SR in interaction between student and teacher. The CFA demonstrated that the factor structures appearing in the EFA were also observed with different participants. In addition, we found convergent validity in the OSRQ. The study contributes to understanding SR in online learning settings. 相似文献
92.
Insook Han Soo-yong Byun Won Sug Shin 《Educational technology research and development : ETR & D》2018,66(5):1303-1320
Using nationally representative data for lower secondary teachers from the 2013 Teaching and Learning International Survey, we examined differences in factors associated with technology-enabled learning between the United States and South Korea. The results confirmed the importance of teachers’ self-efficacy and their participation in professional development for technology-enabled learning in both countries. However, we found differences in the degree to which participation in professional development mattered to technology-enabled learning between the two countries. In addition, we found that cooperation and gender were significant predictors of technology-enabled learning in South Korea but not in the United States. By contrast, having constructivist beliefs was a significant predictor in the United States, but not in South Korea. The article goes on to highlight differences in information and communication technology policy environments between the United States and South Korea that may potentially explain these between-country differences in factors associated with technology-enabled learning. 相似文献
93.
This meta‐analysis synthesized 26 published single‐case design (SCD) studies on Tier 2 behavior interventions implemented within the educational framework of school‐wide positive behavioral interventions and supports. We used Tau‐U indices to determine the overall magnitudes of effect of the Tier 2 behavior interventions and the potential variables that moderate improved student behavioral outcomes. The 26 studies that were analyzed included a total of 243 student participants. The studies were evaluated to determine whether and to what extent they met What Works Clearinghouse (WWC) SCD standards. Of these, 10 studies were confirmed as meeting WWC SCD standards with or without reservations. Notable findings were that outcomes for students in kindergarten and secondary grade levels were limited, and insufficient screening methods were used to identify and select students needing Tier 2 interventions. The results indicate that the literature reports Tier 2 interventions with effect sizes ranging from 0.26 to 0.98. Average effect size for social skills instruction was found to be large, whereas Check‐in/Check‐out, group contingency, and intervention packages had medium effect sizes. Moderator analyses indicated different effect sizes across intervention types, outcomes, and implementers. The results are discussed in relation to implications for practice, limitations, and future research. 相似文献
94.
Abstract How preservice teachers perceive their readiness to work with diverse learners can indicate their future success in the classroom. Using self-efficacy theory as a conceptual base, this study examined what factors contribute to preservice teachers’ self-efficacy level in addressing English Learners’ (ELs) cultural and linguistic needs, while adopting a multi-method design. Data sources included a self-efficacy survey of a group of preservice teachers, written rationales for their self-efficacy ratings, and suggestions for improving their self-efficacy. Data analyses revealed that the preservice teachers lacked self-efficacy in communicating with ELs while showing high self-efficacy in employing different learning modalities. In addition, direct exposure through field and/or life experiences and curriculum emphasis were identified as key factors. Findings further illuminate the preservice teachers’ incongruent understandings of mainstream school culture versus ELs’ cultures, the role of culture in academic versus social and emotional domains, and lack of interconnectedness between academic excellence and cultural competency. 相似文献
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96.
Reading and Writing - Although ideal L2 self has been considered an importance source of L2 motivation, little empirical research has examined its specific properties and their motivational... 相似文献
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98.
Our study investigates how Korean universities are designing and implementing internationalization policies to meet the demands of globalization. Relying upon globalization theory we reveal how power is embedded within these internationalization efforts. Indeed, we accept the notion that the United States is the world??s superpower and therefore Korea was compelled to ??Westernize?? in order to become active participants in the highly competitive globalized twenty-first century. Through the perspectives of Koreans and foreigners (e.g., professors, students, government officials, and university administrators), our paper aims to discover and understand Korean values and traditions in comparison and detached from Western theory of globalization and internationalization policies in higher education. 相似文献
99.
Relationships among properties of college students’ self-set academic goals and academic achievement
The major purpose of this study was to investigate the relationships among properties of college students’ self-set academic goals and academic achievement, using multiple theoretical perspectives. Using a personal goal-based research methodology, college students enrolled in a learning-to-learn course (N?=?130) were asked to list 20 of their goals (academic and/or non-academic). For each of their goals, goal specificity, value, expectation of success and autonomous and controlled motivation were measured and then ratings on each goal property were averaged across students’ academic goals (24.75% of all goals) to predict students’ grade point average (GPA) for the semester. Regression results suggested a positive affect on students’ semester GPA for goal specificity and a negative effect for controlled motivation; the model explained 19% of the variation in GPA. This research may help to inform motivation researchers and educational practitioners who assist college students with goal setting. 相似文献
100.
Catherine McBride-Chang Dan Lin Phil D. Liu Dorit Aram Iris Levin Jeung-Ryeul Cho Hua Shu Yuping Zhang 《Reading and writing》2012,25(1):283-300
In the present study, maternal Pinyin mediation and its relations with young Chinese children??s word reading and word writing development were explored. At time 1, 43 Mainland Chinese children and their mothers were videotaped on a task in which children were asked to write 12 words in Pinyin (a phonological coding system used in Mainland China as an aid to reading Chinese characters) with help from their mothers. The videotapes were later coded on a scale (adapted from Aram & Levin, 2001) of mothers?? writing facilitation techniques. Scores on this scale of maternal mediation of Pinyin uniquely explained children??s reading of Chinese words, but not writing of Chinese words, after statistically controlling for maternal education and age, and children??s non-verbal IQ, age, and phonological awareness. At time 2, 22 of the children from time 1 were further tested on Chinese word reading and word reading task 1?year later. After controlling for children??s age and non-verbal IQ, maternal Pinyin mediation uniquely explained 6% of the variance in children??s word writing and 7% of the variance in children??s word reading performance at time 2. Results underscore the potential importance of the maternal scaffolding role for reading acquisition both theoretically and practically in a domain not previously explored (i.e., use of a common coding system (Pinyin) for learning to read, rather than word reading itself). 相似文献